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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Implicit Conflict Talk: An Introduction [<Journal>] Yang, Wenxiu [Verfasser]; Yang, Zhiliang [Verfasser]; Storm-Carroll, Michelle C. [Verfasser] DNB Subject Category Language Show details 2 Driving Along the Road or Heading for the Village? Conceptual Differences Underlying Motion Event Encoding in French, German, and French–German L2 Users Flecken , Monique; Carroll, Mary; Weimar, Katja... In: The modern language journal 99 (2015), 100-122 IDS Bibliografie zur deutschen Grammatik Show details 3 Segmental targets versus lexical interference : production of second-language targets on first exposure and the result of minimal training Carroll, Susanne E.; Windsor, Joseph W. In: Transfer effects in multilingual language development (Amsterdam, 2015), p. 53-86 MPI für Psycholinguistik Show details 4 Analyzing gaze allocation during language planning: a cross-linguistic study on dynamic events Flecken , Monique; Gerwien, Johannes; Carroll, Mary... In: Language and Cognition 7 (2015), 138-166 IDS Bibliografie zur deutschen Grammatik Show details 5 Ixpantepec Nieves Mixtec Word Prosody Carroll, Lucien Serapio. - : eScholarship, University of California, 2015 In: Carroll, Lucien Serapio. (2015). Ixpantepec Nieves Mixtec Word Prosody. UC San Diego: Linguistics. Retrieved from: http://www.escholarship.org/uc/item/0bs6b7mt (2015) BASE Show details 6 English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study Carroll, Patricia Elaine. - : eScholarship, University of California, 2015 In: Carroll, Patricia Elaine. (2015). English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study. UCLA: Education-Special Education Joint Doctoral Program w/CSULA 0884. Retrieved from: http://www.escholarship.org/uc/item/5cz284p6 (2015) BASE Show details 7 Improvements for a German Vowel Trainer CAPT Tool Carroll, Patrick; Trouvain, Jürgen; Zimmerer, Frank... In: Individualized Feedback for Computer-Assisted Spoken Language Learning ; https://hal.archives-ouvertes.fr/hal-01243043 ; Individualized Feedback for Computer-Assisted Spoken Language Learning, Nov 2015, Tholey, Germany. 2015 (2015) BASE Show details 8 Exploring parental perspectives of participation in children with down syndrome Lyons, Rena; Brennan, Sara; Carroll, Clare. - : SAGE Publications, 2015 BASE Show details 9 Opening ceremony of the 4th International Conference on Language Documentation and Conservation Anderson, Victoria; Berez, Andrea L.; Chelliah, Shobhana. - 2015 BASE Show details 10 Disturbing Translations: Distance, Memory, and Representation in Contemporary Latin American Literature. Levinson, Hilary Ann. - 2015 BASE Show details 11 Occupational, Physical, and Speech Therapy Treatment Activities during Inpatient Rehabilitation for Traumatic Brain Injury Beaulieu, Cynthia L.; Dijkers, Marcel P.; Barrett, Ryan S.. - 2015 BASE Show details 12 Early predictors of phonological and morphological awareness and the link with reading:evidence from children with different patterns of early deficit Carroll, Julia M.; Cunningham, Anna J.. - 2015 BASE Show details 13 Emotions and Family Interactions in Childhood: Associations with Leukocyte Telomere Length Robles, Theodore F.; Carroll, Judith E.; Bai, Sunhye. - 2015 BASE Show details 14 Influence of vocabulary knowledge & lexical access times on speech intelligibility in different acoustic conditions Carroll, Rebecca; Warzybok, Anna; Ruigendijk, Esther. - 2015 BASE Show details 15 Supporting Linguistic Diversity in the Two-Year College: A Discussion Of Options Heather B. Carroll In: The Wisconsin English Journal; Vol 57, No 2 (2015); 6-19 (2015) BASE Show details 16 Stroke patients with aphasia show impeded motor recovery: A story of mirror neurons in BA44 Anderlini, Deanna; Wallis, Guy; Carroll, Timothy. - : Frontiers Research Foundation, 2015 BASE Show details 17 “Scholarship is a Conversation”: Discourse, Attribution, and Twitter’s Role in Information Literacy Instruction Carroll, Alexander J.; Dasler, Robin. - : The Journal of Creative Library Practice, 2015 Abstract: When addressing scholarly attribution, citation, and plagiarism in one-shot instruction sessions, librarians often fail to present these issues in a manner that has relevance for students. Librarians often focus on intellectual honesty and the potential ramifications of plagiarism, both individual pursuits, rather than explaining that by creating an academic work, students are participating in academic discourse. Within Pluralizing Plagiarism, Anson argues that scholarly attribution instruction that emphasizes “policy, detection, and punishment” is antithetical to the mission of institutions of higher learning – the education of students (Anson, 2008). One of the major deficiencies of this compliance-based instruction is that it presents students with a false dichotomy that does not align with their authentic life experiences; plagiarism is demonstrated as a black and white issue, rather than existing in shades of gray. Students who have come of age within a twenty-first century information ecosystem rife with remix and parody culture will likely find teaching that presents the re-use of source material as a non-nuanced issue unconvincing. Because students respond positively to instruction that aligns with their authentic experiences, this suggests that librarians need to develop new methods for teaching attribution and scholarly discourse that not only recognize the nuance inherent to these topics, but also presents these concepts within a familiar framework (Klipfel, 2014). As a familiar platform for social interaction with multiple avenues for giving credit and a shorter timescale, Twitter presents an opportunity to place attribution, plagiarism, and integrity into a humanizing, real world context that models how discourse unfolds in an authentic manner for learners. By embedding attribution instruction into a meaningful context, librarians and other educators can make substantial and much needed improvements to traditional compliance-based instruction, which is often built upon the slow, rigid, and unfamiliar patterns of how to cite scholarly works. Keyword: academic libraries; attribution; information literacy; plagiarism; scholarly communication; Twitter URL: http://hdl.handle.net/1903/16326 https://doi.org/10.13016/M2N32B BASE Hide details 18 Using literature circles in the ESL college classroom: A lesson from Puerto Rico Astrid Nicholl Sambolin; Kevin Carroll In: Colombian Applied Linguistics Journal, Vol 17, Iss 2, Pp 193-206 (2015) (2015) BASE Show details

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